Relationships Education for Primary Schools (2020): A Practical Toolkit for Teachers

by Jonathan Glazzard, Samuel Stones

Overview

This book enables and supports teachers to deliver the content of the new statutory guidance for relationships education in primary schools, operational from 2020. It is case study rich and provides clear and practical advice for teaching the topics of the new framework, including addressing controversial and critical issues such as parental right to withdraw and how to tackle relationships education in faith schools. There is an emphasis throughout on inclusion and pupil well-being and on the importance of partnerships with parents.

Product Details

ISBN-13:	9781913063634
Publisher:	Critical Publishing
Publication date:	06/05/2020
Series:	Practical Teaching
Sold by:	Barnes & Noble
Format:	eBook
Pages:	128
File size:	791 KB

About the Author

Jonathan Glazzard is Professor of Teacher Education at Leeds Beckett University. He is the professor attached to the Carnegie Centre of Excellence for Mental Health in Schools. He teaches across a range of QTS and non-QTS programmes and is an experienced teacher educator. He was previously head of academic development at Leeds Trinity University and head of primary initial teacher training courses at the University of Huddersfield. He is a qualified teacher and taught in primary schools before moving into higher education.

Samuel Stones is a doctoral student and Associate Researcher in the Carnegie School of Education at Leeds Beckett University. His research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools. Samuel's recent research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Transgender, with specific emphasis on the impact of sexual orientation on teacher resilience, agency, identity and mental health. He also works with initial teacher training students in university and school contexts and is an Associate Leader of maths, computing, economics and business at a secondary school and sixth form college in North Yorkshire.

Jonathan Glazzard’s research focuses on mental health, well-being, and inclusion in education.  He holds the Rosalind Hollis Chair in Education for Social Justice at the University of Hull. Jonathan is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education. He has published widely on aspects of inclusion and social justice for marginalised groups and individuals and he is deeply committed to research that improves the lives of individuals and research-informed teaching.

Samuel Stones is a doctoral student, lecturer and researcher in the Carnegie School of Education at Leeds Beckett University. His research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools. Samuel's recent research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Transgender, with specific emphasis on the impact of sexual orientation on teacher resilience, agency, identity and mental health. He sits on the Editorial Board of The International Journal of Learning, Teaching and Educational Research (IJLTER) and the Science Journal of Education and is a peer reviewer for the Health Education Journal, the Journal of Public Mental Health (JPMH) and the Journal of the Chartered College of Teaching. Samuel currently supervises dissertation students on a range of postgraduate courses and he works with initial teacher training students in university and school contexts. Samuel also holds a national training role for a Multi-Academy Trust and is also an Associate Leader and Head of Year at a secondary school and sixth form college in North Yorkshire.

Table of Contents

Introduction and context

1. Families
2. Character
3. Caring relationships
4. Respectful relationships
5. Being safe
6. Health education
7. Sex education in primary schools
8. Relationships education for vulnerable learners

Conclusion

References

Index

Appendix with guidance for parents